Coding io1-materials for students-group2

Coding io1-materials for students-group2

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  ” Teaching Method and FlexibleTools MATERIALS FOR STUDENTS -ACTIVITIES GROUP 2 - This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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  ” Step 1 UNPLUGGED ACTIVITIES https://csedweek.org/unplugged/thinkersmith CUMyRobotic Friends - unplugged activity (video) Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around. The activities introduce students to Computational Thinking through concepts such as binary numbers, algorithms and data compression, separated from the distractions and technical details of having to use computers. Importantly, no programming is required to engage with these ideas! By "programming" one another to draw pictures, students will begin to understand what programming is really about. The class will begin by having students instruct each other to color squares in on graph paper in an effort to reproduce an existing picture. If there’s time, the lesson can conclude with images that the students create themselves. Getting Started - 15 minutes 1) Vocabulary 2) Introduce Graph Paper Programming 3) Practice Together Activity: Graph Paper Programming - 20 minutes 4) Four-by-Fours
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  ” Wrap-up - 5minutes 5) Flash Chat: What did we learn? 6) Vocab Shmocab Assessment - 10 minutes 7) Graph Paper Programming Assessment Short description: 1) Vocabulary This lesson has two new and important words: Algorithm - Say it with me: Al-go-ri-thm A list of steps that you can follow to finish a task Program - Say it with me: Pro-gram
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  ” An algorithm thathas been coded into something that can be run by a machine 2) Introduce Graph Paper Programming In this activity, we are going to guide each other toward making drawings, without letting the other people in our group see the original image. For this exercise, we will use sheets of 4x4 graph paper. Starting at the upper left-hand corner, we’ll guide our teammates’ Automatic Realization Machine (ARM) with simple instructions. Those instructions include:  Move One Square Right  Move One Square Left  Move One Square Up  Move One Square Down Fill-In Square with color For example, here’s how we would write an algorithm to instruct a friend (who is pretending to be a drawing machine) to color their blank grid so that it looks like the image below:
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  ” With one littlesubstitution, we can do this much more easily! Instead of having to write out an entire phrase for each instruction, we can use arrows. In this instance, the arrow symbols are the “program” code and the words are the “algorithm” piece. This means that we could write the algorithm: “Move one square right, Move one square right, Fill-in square with color”
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  ” and that wouldcorrespond to the program: Using arrows, we can redo the code from the previous image much more easily! 3) Practice Together Start your class off in the world of programming by drawing or projecting the provided key onto the board. Select a simple drawing, such as this one to use as an example.
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  ” This is agood way to introduce all of the symbols in the key. To begin, fill in the graph for the class -- square by square -- then ask them to help describe what you’ve just done. First, you can speak the algorithm out loud, then you can turn your verbal instructions into a program. A sample algorithm: “Move Right, Fill-In Square, Move Right, Move Down Fill-In Square, Move Left, Move Left, Fill-In Square Move Down, Move Right, Fill-In Square, Move Right” Some of your class may notice that there is an unnecessary step, but hold them off until after the programming stage. Walk the class through translating the algorithm into the program:
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  ” The classroom maybe buzzing with suggestions by this point. If the class gets the gist of the exercise, this is a good place to discuss alternate ways of filling out the same grid. If there is still confusion, save that piece for another day and work with another example. If the class can shout out the algorithm and define the correct symbols to use for each step, they’re ready to move on. Depending on your class and their age, you can either try doing a more complicated grid together or skip straight to having them work in groups
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  ” ACTIVITY: GRAPH PAPERPROGRAMMING (20 MIN) 4) Four-by-Fours Activity Worksheet 1. Divide students into pairs. 2. Have each pair choose an image from the worksheet. 3. Discuss the algorithm to draw that image with partner.
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  ” 4. Convert algorithminto a program using symbols. 5. Trade programs with another pair and draw one another's image. 6. Choose another image and go again! WRAP-UP (5 MIN) 5) Flash Chat: What did we learn?  What did we learn today?  What if we used the same arrows, but replaced "Fill-In Square" with "Lay Brick"? What might we be able to do?  What else could we program if we just changed what the arrows meant?
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  ” 6) Vocab Shmocab Which one of these definitions did we learn a word for today? "A large tropical parrot with a very long tail and beautiful feathers" "A list of steps that you can follow to finish a task" "An incredibly stinky flower that blooms only once a year" ...and what is the word that we learned?  Which one of these is the most like a "program"? *A shoebox full of pretty rocks *Twelve pink flowers in a vase *Sheet music for your favorite song Explain why you chose your answer. ASSESSMENT (10 MIN) 7) Graph Paper Programming Assessment EXTENDED LEARNING Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment. Better and Better  Have your class try making up their own images.  Can they figure out how to program the images that they create? Class Challenge
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  ”  As theteacher, draw an image on a 5x5 grid.  Can the class code that up along with you? CONNECTIONS AND BACKGROUND INFORMATION ISTE Standards (formerly NETS) 1.b - Create original works as a means of personal or group expression. 1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 4.d - Use multiple processes and diverse perspectives to explore alternative solutions. Which is the teacher's role? GUIDE - FACILITATOR Which is the student' s role? Pupils have fan with a games that offers many possibilities for creating stories through the language of coding
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  ” STEP 2 SCRATCH We focuson Scratch, the block-based programming language and online community developed by the Lifelong Kindergarten Group at the MIT Media Lab. Scratch makes it easy for young people to create their own interactive media projects -- like games, animations, and simulations -- and then share their creations with others in an active, online community. https://scratch.mit.edu/help/videos/#
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  ” Which is thestudent' s role? Pupils have fan with a games that offers many possibilities for creating stories through the language of coding Which is the teacher's role? GUIDE - FACILITATOR
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  ” Example of use:project of fourth grade students of "Nicola Fornelli" school https://scratch.mit.edu/projects/108876142/ Bibliography http://scratch.mit.edu http://www.picocricket.com/picoboard.html. http://info.scratch.mit.edu/WeDo
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  ” http://www.legoeducation.us/eng/search/wedo STEP 3 PLAY WITHBEE -BOT AND BLU - BOT Bee-Bot web site! Bee-Bot is an exciting new robot designed for use by young children. This colorful, easy-to-operate, and friendly little robot is a perfect tool for teaching sequencing, estimation, problem-solving, and just having fun!
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  ” EXSAMPLE OF USE PATHSGEOGRAPHY
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  ” ALPHABET MULTIPLICATION TABLES STORIES
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  ” STEP 4 LEGO MINDSTORMS LEGO®MINDSTORMS® EV3 combining the versatility of the LEGO building system with the most advanced technology we’ve ever developed, unleash the creative powers of the new LEGO MINDSTORMS EV3 set to create and command robots that walk, talk, think and do anything you can imagine. Follow the step-by-step 3D building instructions to create TRACK3R, R3PTAR, SPIK3R, EV3RSTORM and GRIPP3R and bring them to life with an easy, intuitive and icon-based programming interface. Grab the enclosed remote control and take on challenging ready-made missions or download the free app and command your robot using your smart device. Want to share your own creations and be inspired by others? Logon to LEGO.com/mindstorms to access loads of cool content and interact with a huge online community of other LEGO MINDSTORMS fans.
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  ”